A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age

Simple item page
dc.contributor.authorPerez-Sanagustin, Mar
dc.contributor.authorKotorov, Iouri
dc.contributor.authorTeixeira, Antonio
dc.contributor.authorMansilla, Fernanda
dc.contributor.authorBroisin, Julien
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorJerez, Oscar
dc.contributor.authorTeixeira Pinto, Maria do Carmo
dc.contributor.authorGarcia, Boni
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.authorMorales, Miguel
dc.contributor.authorSolarte, Mario
dc.contributor.authorOliva-Cordova, Luis Magdiel
dc.contributor.authorGonzalez Lopez, Astrid Helena
dc.date.accessioned2025-01-20T21:12:57Z
dc.date.available2025-01-20T21:12:57Z
dc.date.issued2022
dc.description.abstractDuring the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards "emergency online education", experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers', students', and managers' development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students' support actions.
dc.description.funderEuropean Commission
dc.fuente.origenWOS
dc.identifier.doi10.3390/electronics11030413
dc.identifier.eissn2079-9292
dc.identifier.urihttps://doi.org/10.3390/electronics11030413
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93683
dc.identifier.wosidWOS:000756919800001
dc.issue.numero3
dc.language.isoen
dc.revistaElectronics
dc.rightsacceso restringido
dc.subjectteaching learning center (TLC)
dc.subjectcompetence
dc.subjectpandemic
dc.subject.ods04 Quality Education
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa04 Educación de calidad
dc.subject.odspa03 Salud y bienestar
dc.titleA Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age
dc.typeartículo
dc.volumen11
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
Files
Collections
Artículos de revistas